Choosing an Online Doctorate: Five Things That All ...
|Suggested APA style reference: |
|Adams, A. J. (2008, March). Choosing an online doctorate: Five things that all counselors should know. Based on a program presented at the |
|ACA Annual Conference & Exhibition, Honolulu, HI. Retrieved June 27, 2008, from |
|[pic] |
|Choosing an Online Doctorate: Five Things That All Counselors Should Know |
|[pic] |
|Angela J. Adams |
|Dauphin Consulting, LLC, Birmingham, AL |
|Adams, Angela J., MBA, PhD, LP, is the Chief Learning Officer at Dauphin Consulting, LLC and Core Faculty at Capella University. With a PhD|
|in Counseling Psychology and an MBA in Strategic Leadership, Dr. Adams has over 8 years of postdoctoral experience in teach, training, and |
|consultation specializing in diversity training, leadership development, and change facilitation. |
|Based on a program presented at the ACA Annual Conference & Exhibition, March 26-30, 2008, Honolulu, HI. |
|[pic] |
|In recent years, there has been a proliferation of on-line degree programs. In the past decade enrollment at online programs continued to |
|grow faster than projections (Rogers, 2005). Since 2001 enrollment in online university courses has tripled (Hsu cited in Simpson, 2006). |
|Allen and Seaman (2003) estimated enrollment at 1.6 million in 2002 consisting of 1.32 million in Public colleges and universities, 240,000|
|in Private nonprofit and 37,000 in Private for profit schools. Approximately 272,096 of the 1.6 million participated in Masters Degree |
|programs, while 209, 517 pursued Doctoral/Research degree programs. Of the approximately 578, 986 learners who took all their courses |
|on-line in 2002, approximately 109, 250 pursued a Masters degree and 67, 703 pursued a Doctorate. |
|In a survey of 999 institutions of higher education, Allen and Seaman (2003) reported one third of responders considered on-line courses |
|critical to their long-term enrollment strategy and projected that the quality of on-line instruction would exceed face-to-face instruction|
|in the coming three years. The definition of online course was any course in which 80 percent of the course content occurred on-line. |
|The continued growth of enrollment in on-line courses is reflected in the 2003 and 2004 enrollment, 1.98 and 2.35 million respectively |
|(Allen & Seaman, 2005). That growth continued with a 35% increase to an estimated 3.2 million in 2005 based upon the responses of 2,200 |
|colleges and universities (Allen & Seaman, 2006). Reflected in this growth trend is a tendency for larger institutions with enrollments |
|over 1500 and doctoral programs to offer totally online degrees. |
|Why Choose an Online Degree |
|Characteristics of Online Learners |
|On-line learners are adult learners balancing the responsibilities of employment and families while attending school on-line. On-line |
|learners are more disciplined than traditional students (Allen & Seaman, 2006). These learners represent a diverse population who for a |
|host of reasons choose not to pursue traditional face-to-face instruction. Online programs capitalize on diverse learners to enhance the |
|educational community. Diverse adult learners bring a wealth of cultural, professional and life experiences to their online programs. This |
|enriches the online experience by adding a new dimension to the text and instructional media of the course. |
|Among those pursuing graduate online degrees are Professional Counselors, seeking career advancement. Many Masters level Counselors faced |
|with a perceived glass ceiling seek a doctorate for career advancement and increased earning potential. The Occupational Outlook (Bureau of|
|Labor Statistics, U.S. Department of Labor, 2006a) for Counselors projects greater than average growth in all areas through 2014. Median |
|Counselor salaries for 2004 ranged from $27,870 for rehabilitation counselors to $45,570 for educational, vocational, and school |
|counselors. Dissatisfied with their earning potential many Counselor consider retraining for opportunities in the helping professions |
|offering advancement opportunities with increased earning potential. With additional education, many Counselors transition into careers as |
|Counselor Educators, Counseling Psychologists, or School Administrators. |
|Many Counselors face constraints that preclude participation in traditional face-to-face programs, a challenge shared by military personnel|
|who seek online degrees to further their education (Carnevale, 2006). When asked, 76% of Chief Academic Officers reported online learners |
|were people who might not attend a traditional campus based program (Allen & Seaman, 2006). A review of online degree seeking trends among |
|adult learners can provide valuable information for those contemplating an online doctorate. |
|Program Features |
|Factors contributing to the continued growth of on-line degree programs include the increased acceptance of on-line degrees in the job |
|market, the perceived quality of online instruction, and efforts of institutions to incorporate online instruction in their long-term |
|growth strategies. Research has demonstrated a growing trend among educators and the general public to accept online degrees, and view the |
|rigor of online programs more favorably (Allen & Seaman, 2006). While an estimated 86% of employers assert they would hire an employee with|
|an on-line degree, 20% asserted that they actually had hired an employee with an online degree ( , n.d.). With this rise in |
|the acceptability of online degrees comes an increase in supply and demand for online degrees. Masters and Doctoral programs have |
|experienced a consistent increase in enrollment. Reasons sited for pursuing on-line courses included maintenance of skills, acquiring |
|skills for new jobs, earning an advanced degree, and expanding employment opportunities ( , n.d.). Additionally, events, such |
|as Hurricane Katrina and the War in Iraq, the availability of low cost online degrees, and extensive online advertising contribute to the |
|rise in online enrollment (Rogers , 2005). |
|Areas with the greatest penetration of online programs (face-to-face programs that offer an online degree), include Associates degrees and |
|Masters Degrees (Allen & Seaman, 2006). The most common degree programs are MBA and Psychology degrees. Current trends indicate that the |
|third most researched on-line degree program is psychology (Tracking the Trends in Online Learning, 2004). Additionally, among the fasting |
|growing totally online programs are Masters and Doctorates (Allen & Seaman, 2006). For many Counselors a doctorate in Counseling Psychology|
|is a logical next career step. Employment opportunities for Counseling Psychologists are expected to grow 18 to 26% (more than average) |
|through the year 2014 (Bureau of Labor Statistics, U.S. Department of Labor, 2006b). When considering an online doctorate in Counseling |
|Psychology, Counselor Education, Educational Administration, or any related field, it is important for Counselors and the mentors to make |
|informed decisions. |
|Five Key Issues |
|Counselors seeking career advancement through online education and mentors advising them need a clear understanding of key factors involved|
|in the selection of an online program. Prior to considering an online doctorate Counselors should assess their passionate interests, their |
|fit with online education itself, and their career opportunities with an online doctorate (D. Sarnoff, personal communication, November 6, |
|2007). When choosing an on-line doctorate, five key issues warrant consideration: accreditation, licensure, transfer credits, quality of |
|instruction (Quality of Instruction Needs Improvement, Online Learners Say. 2006), and customer service (Symonds, 2003). The following is a|
|brief overview of these key issues with suggested areas for exploration. |
|Accreditation |
|The first thing to consider when reviewing online programs is program credibility. No one wants to invest a lot of time and money into a |
|worthless degree. A quick measure of credibility is accreditation. In the United States, there are two kinds of accreditation: |
|institutional and specialized (CACREP, 2006 ). Institutions are accredited by regional and national accrediting commissions, while |
|professional programs are accredited by specialty accreditation. There are six regional accreditation agencies recognized by the U.S. |
|Department of Education and the Council for Higher Education Accreditation (Terrel , 2006). The Council for Accreditation of Counseling and|
|Related Educational Programs and the American Psychological Association award specialty accreditation. CACREP (2006 ) accredits two online |
|programs, the Mental Health Counseling and marital, Family and Couples Counseling / Therapy programs through Capella University. While APA |
|(2007) does not accredit any fully online programs, APA has accredited Fielding Graduate University’s “distributed learning” Clinical |
|Psychology PhD Program (Fielding Graduate University, 2007). |
|Prior to choosing an online program, it is important to confirm the status of accreditation with one of these programs. First, review the |
|program website for information on accreditation. After identifying the accrediting body, visit their website to confirm the status of the |
|institutions accreditation. |
|In addition to accreditation, one must consider the reputation of the program. What do people in the profession say about the quality of |
|the programs, its graduates, and its degree? Will a degree from this institution help or hinder my career advancement? Thus when assessing |
|credibility of the program one might ask: |
|Who is the accrediting body? |
|What is the status of its accreditation? |
|What is the program’s reputation the community? |
|How will a degree from this institution help my career plans? |
|Transfer Credit |
|As more learners pursue online degrees, the issue of transfer of credit gains increasing importance (Rogers , 2005). Transferability of |
|credit is often limited to programs accredited by institutions recognized by CHEA and/or the U. S. Department of Education (CACREP, 2006). |
|When considering an online program, on must consider the likelihood that credit will transfer to another institution in the event the |
|program is not completed. Additionally, many learners must consider the number of incoming transfer credit the program will apply to the |
|degree. Those entering a graduate program must carefully assess the credit awarded for a previous Masters or post bachelors credit. |
|Will online courses taken at this institution transfer to other institutions? Keep in mind that regional accreditation is key here (D. |
|Sarnoff, personal communication, November 6, 2007) |
|How many of my previous credits will apply to the online degree? |
|Licensure |
|Licensure is important to many who wish to provide direct clinical services as a Counselor or Psychologist. Many Professional Counselors |
|obtain licensure based upon their Masters and do not seek additional licensure based on the online doctorate. Since many third-party payers|
|base fees on level of licensure, many clinicians seek licensure based upon the online doctorate. Thus when considering online programs it |
|is important to consider eligibility for licensure. Accredited specialty programs demonstrate a standard of content and quality evaluated |
|by the specialty organization (CACREP, 2006a). Attaining that standard has benefits to the learner. APA (2007b) cautions individuals that |
|some states require a degree from an APA-accredited program to obtain licensure. The National Board of Certified Counselors and some states|
|waive up to two years of post-graduate supervision for graduates of CACREP programs (CACREP, 2006a). Ultimately, state licensing |
|organizations determine eligibility for licensure in their jurisdiction. For those seeking licensure it is vital to contact the licensing |
|body directly to confirm the eligibility for licensure prior to enrollment in any online program. Important questions include: |
|Will I seek licensure based upon this degree? |
|With this degree, am I eligible for licensure in my desired locality? |
|What steps are necessary to obtain licensure with this degree? |
|Customer Service |
|Among the major draws of online programs is their customer service approach to working with learners (Symonds, 2003). One aspect of |
|successful customer service is small classrooms with individualized instructor feedback. Some institutions maintain an average class size |
|of 11, while others have an average class size of 25. A second aspect of customer service is flexibility to adapt to the changing demands |
|of an adult learner’s lifestyle. Among the many advantages of online instruction is the diverse viewpoints of adult learners, faculty, and |
|staff which is well suited for the increasingly diverse Counseling profession. Diversity allows online programs to consider new and novel |
|approaches to address learner concerns and structure programs to meet the needs of nontraditional adult learners. |
|Since many online learners are adults with families and careers, they typically want the flexibility of asynchronous learning, allowing |
|them to complete readings and assignments on their own timetable. Adult learners often schedule studies and post assignments on nights and |
|weekends when they anticipate less demands on their time. It is critical that the university provide services, such as advising, financial |
|assistance, and technical support, outside of the standard 9 to 5 Monday through Friday business week. Of particular importance is the |
|availability of assistance on nights and weekends, during high learner traffic times. Therefore, when assessing customer service, learners |
|might ask: |
|What is the average class size? |
|Does the schedule of assignments and readings fit with my busy schedule? |
|How accessible are university resources? |
|Should a problem arise is assistance readily available during high volume times? |
|Quality of Instruction |
|The quality of instruction incorporates the overall learning experience; specifically peer interactions, course content, and instructor |
|competence. Peer interaction is an important part of an effective online learning experience. Peer interaction distinguishes an online |
|course from a correspondence or independent study course. A successful online experience creates a sense of community among learners |
|allowing them to interact and contribute reciprocally to the learning process. Creating a respectful community in which learners grow form |
|interaction with peers and the instructor is the primary responsibility of the course instructor or facilitator. |
|In an online environment, instructors facilitate the learning process, rather than simply transmit facts (Hopey & Ginsburg, 1996). Leading |
|online programs often utilize subject matter experts and a design team to conceptualize and create the courseroom environment, while the |
|instructor stimulates higher order learning and facilitates peer interactions. The use of subject matter experts promotes uniform quality |
|across sections and instructors. |
|Recent years have seen in increase in diversity of university and college faculty (Kezar, 2001). The ethnicity, educational backgrounds, |
|and professional experiences of adjunct faculty allow online programs to capitalize on that diversity in service to the online learner. |
|While Allen and Seaman (2006) asserted that the 2200 universities surveyed taught the majority of their online courses using core faculty |
|at a rate consistent with their face-to-face instruction, Symond (2003) reported some major online institutions utilize as much as 95% |
|adjuncts to teach their courses. These adjuncts are professionals working in the community. Researchers (Hopey & Ginsburg, 1996) and |
|learners agree that working professionals add to the learning experience by incorporating real world applications to the traditional texts.|
|Overall, academicians and employers rate online programs roughly equivalent or superior to face-to-face instruction (Allen & Seaman, 2006).|
|Potential challenges for online programs include learners’ perception of the quality of instruction, timeliness of feedback, and |
|responsiveness to learner needs (Quality of Instruction Needs Improvement, Online Learners Say, 2006). Yet, strengths of online programs |
|include clarity of assignments, program expectations, and evaluation procedures. |
|When assessing the quality of instruction consider: |
|What is the average class size? |
|To what extend will I interact with other learners? |
|Who teaches the classes? |
|What are the opportunities to interact with faculty? |
|Summary |
|With the proliferation and increased credibility of online programs, many counselors consider online degrees as a viable option for career |
|growth, financial advancement, and skills development. As truly informed decision-makers, counselors and their mentors must carefully |
|assess potential online programs. Areas for consideration include program accreditation, eligibility for licensure, transfer of credit, |
|customer service, and quality of instruction. No matter which program a learner chooses they must keep in mind that today an online |
|doctorate program can be as challenging as a traditional program. Additionally, many employers are open to hiring graduates with online |
|degrees. In some situations, such as applying for an online teaching position, applicants with an online degree may have an advantage over |
|applicants from a traditional brick and mortar programs (D. Sarnoff, personal communication, November 6, 2007). |
|References |
|APA. (2007). Are There Any Accredited Psychology Programs Available Through Correspondence, Internet, Television, or Other Non-traditional |
|Methods of Instruction. Retrieved November 6, 2007, from . |
|APA. (2007b). Will I have trouble getting a job or becoming licensed if I don’t go to an accredited program? Retrieved November 6, 2007, |
|from . |
|Allen, I. E. and Seaman, J. (2003). "Sizing the Opportunity: the Quality and Extent of Online Education in the United States, 2002-2003". |
|Retrieved November 5, 2007, from . |
|Allen, I. E. and Seaman, J. (2005). "Entering the Mainstream: The Quality and Extent of Online Education in the United States, 2003-2004". |
|Retrieved November 5, 2007, from . |
|Allen, I. E. and Seaman, J. (2005). Growing By Degrees: The Quality and Extent of Online Education in the United States, 2005". Retrieved |
|November 5, 2007, Retrieved November 5, 2007, from . |
|Allen, I. E. and Seaman, J. (2006). Making the Grade: Online Instruction in the United States, 2006. Retrieved on November 5, 2007 from |
|. |
|Bureau of Labor Statistics, U.S. Department of Labor (2006a). Occupational Outlook Handbook , 2006-07 Edition, Counselors, Retrieved on |
|November 5, 2007, from . |
|Bureau of Labor Statistics, U.S. Department of Labor (2006b). Occupational Outlook Handbook , 2006-07 Edition, Psychologist. Retrieved on |
|November 5, 2007, from . |
|CACREP. (2006a) Frequently Asked Questions (FAQ), Retrieved on November 6, 2007, from . |
|CACREP. (2006b) There are two types of accreditation in the United States, Retrieved on November 6, 2007, from |
|. |
|Carnevale, D. (2006, July 7). Be All You Can Be -- Online. Chronicle of Higher Education, 52(44), 32-32. Retrieved June 4, 2007, from |
|Academic Search Premier Database. |
|Fielding Graduate University. (2007). Clinical Psychology, PhD Program Overview, Retrieved November 6, 2007, from |
|. |
|Hopey, C., & Ginsburg, L. (1996, September). Distance learning and new technologies. Adult Learning, 8(1), 22. Retrieved November 1, 2007, |
|from Academic Search Premier Database. |
|Kezar, A. (2001). Investigating Organizational Fit in a Participatory Leadership Environment. Journal of Higher Education Policy and |
|Management, v23 (n1), 85-101. Retrieved Saturday, January 27, 2007 from the ERIC database. |
|Rodgers, G. (2005, December). Online Degrees Gaining Acceptance, Enrollment. EduExec, 24(12), 4-4. Retrieved June 4, 2007, from Academic |
|Search Premier Database. |
|Quality of Instruction Needs Improvement, Online Learners Say. (2006, May 15). Distance Education Report, Retrieved June 4, 2007, from |
|Academic Search Premier Database. |
|Simpson, R. (2006, February). See the future of distance education. Nursing Management, 37(2), 42-51. Retrieved June 4, 2007, from Academic|
|Search Premier Database. |
|Symonds, W. (2003, November 17). Cash-Cow Universities. Business Week, Retrieved June 4, 2007, from Academic Search Premier Database. |
|Terrell, K. (2006, October 16). How Do I Choose a Program? (Cover story). U.S. News & World Report, 141(14), 68-69. Retrieved November 6, |
|2007, from Academic Search Premier Database. |
|Tracking the Trends in Online Learning. (2004, July). BizEd, Retrieved June 4, 2007, from Academic Search Premier Database. |
|What Does The Research Say About Online Education? (n.d.). Retrieved on November 5, 2007, from |
|. |
|[pic] |
|VISTAS 2008 Online |
|As an online only acceptance, this paper is presented as submitted by the author(s). Authors bear responsibility for missing or incorrect |
|information. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- doctorate of education ed
- choosing an online doctorate five things that all
- michelle e nc state university
- this course provides background in statistical techniques
- new uk doctorate seq educational psychology
- standard 3 southeastern louisiana university
- trainingshare
- cabrini university live with purpose
- educational leadership
- multicultural education